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Direct linkMcCarthy, Kathryn S.; Guerrero, Tricia A.; Kent, Kevin M.; Allen, Laura K.; McNamara, Danielle S.; Chao, Szu-Fu; Steinberg, Jonathan; O'Reilly, Tenaha; Sabatini, John – Discourse Processes: A Multidisciplinary Journal, 2018
Background knowledge is a strong predictor of reading comprehension, yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3,650)…
Descriptors: Knowledge Level, Reading Comprehension, High School Students, Pretests Posttests
Feller, Daniel P.; Magliano, Joseph; Sabatini, John; O'Reilly, Tenaha; Kopatich, Ryan D. – Discourse Processes: A Multidisciplinary Journal, 2020
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for…
Descriptors: College Readiness, Two Year College Students, Reading Skills, Inferences
O'Reilly, Tenaha; McNamara, Danielle S. – Discourse Processes: A Multidisciplinary Journal, 2007
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the "reverse cohesion effect". This study examines whether students' comprehension skill affects the interaction between…
Descriptors: Interaction, Inferences, Reading Comprehension, Knowledge Level
